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作者

来源

URBAN EDUCATION,Vol.52,Issue1,P.61-90

语言

英文

关键字

science education; science curriculum; curriculum development; urban development; adolescent; college access; urban education; minority academic success; popular culture; KNOWLEDGE; SCIENCE; HOPE

作者单位

[Mayfield, Kerrita K.] Univ Massachusetts, Off Workpl Educ, Amherst, MA 01003 USA. Mayfield, KK (reprint author), Univ Massachusetts, Off Workpl Educ, Amherst, MA 01003 USA. E-Mail: kkmayfield@educ.umass.edu

摘要

I am explicating the neologism critical genetics as a site of curricular engagement for urban science students, acknowledging that schools and school systems are hierarchical structures that reflect a community's social norms and practices. This critical and standards-based critical genetics curriculum interrogates and disrupts the deficit narratives for inner-city minority youth while helping students manifest skills that are crucial for college-bound science learners. I also explicate the curricular choices made in an attempt to help students participate in developing authentic counternarratives so that they could resist the racial determinism embedded in dominant narratives of school success.